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Writing at Greater Depth (1) : A model of formality

Penny Slater is Deputy Lead Adviser for Primary English at Herts for Learning

There are many moments in my working day when I stop and consider how lucky I am to be working amongst such committed, enthusiastic and inspirational people. When I was classroom-based, this inspirational often stemmed from the children whom I taught. Now, as an advisor, I find that I am inspired on a daily basis by the creativity of the teachers whom I have the joy of supporting.

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Expectations for handwriting: you’re write to be confused!

Sabrina Wright is a Teaching and Learning Adviser for English at Herts for Learning.

Following on from my last blog, where I unpicked the KS1 exemplification materials and moderation guidance, I felt the urge to spend a little of my time considering the handwriting element of the Interim Teacher Assessment Frameworks (ITAFs) against the National Curriculum (NC) expectations.

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Grammar is not your enemy (though it might sometimes seem like one)

Martin Galway is a Teaching and Learning Adviser for English at Herts for Learning.

(This blog is lightly adapted from our most recent newsletter, available for free download here)

Grammar is not your enemy but you probably already know that.  There are far bigger things to worry about.  What, then, is the point of this article?  It stems from two inspiration points:

  • Fear of grammar
  • An apparent  belief that the teaching of grammar is damaging children’s writing and must be stopped

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Spelling at ARE: Chopping, Changing and Doubling – one of the secrets to spelling success!

Penny Slater is Deputy lead adviser for Primary English at Herts for Learning.

Spelling remains a high stakes aspect of the ITAFs for 2017. As in 2016, children cannot be judged as ‘working at the expected standard’ if they have not first met ALL of the statements from the ‘working towards the expected standard’ list (with the exception of the statement relating to handwriting). One statement that I know has caused many Y6 teachers more than a moment of anxiety relates to the correct application of spelling knowledge learnt in previous year groups.

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HfL Primary English newsletter Spring 2017

Here we are again.   A new term.  A new year.  We hope that you have had a lovely Christmas break and that the new term has begun as smoothly as possible for you all.   With this in mind, we thought we’d share our latest-hfl-primary-english-newsletter-spring-2017as swiftly as possible, especially as it is such a short half term.

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Take One Book: Ready for action with Traction Man

Penny Slater is Deputy Lead Adviser on the Primary English team at Herts for Learning.

If you haven’t yet found your passion for children’s literature, then Traction Man is the text that will set you on the road to discovering what all the fuss is about. Put simply, Traction Man is one of those books that prove just how exciting children’s literature can be.

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Wading through the treacle: unpicking KS1 writing guidance.

Sabrina Wright is a Teaching and Learning Adviser for English at Herts for Learning

After reading my colleague’s recent blog (Writing at ARE might be Simpler than you thought!), I found myself tempted to unpick the KS1 ARE exemplification materials in the same way.

Continue reading “Wading through the treacle: unpicking KS1 writing guidance.”

The Beauty of Simplicity

Penny Slater follows up her earlier blog on the value of simple sentences in Year 6 writing.

Following on from my last blog, where I unpicked the clause structures used by Morgan in his Working at ARE writing portfolio, I felt the urge to spend a little more time lingering on the beauty of the simple (or single-clause – depending on your definition preference) sentence, and how we can secure it in our children’s writing.

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Writing at ARE might be Simpler than you thought!

Penny Slater takes a look at exemplified writing and finds that simple writing is not to be sniffed at.

Whilst working in a school recently and engaging in yet another bout of ITAF tussling, it came to my attention that both the Subject Leader and I were unsure about the exact meaning of the 5th bullet point in the Working At Standard for writing:

  • Using a wide range of clause structures, sometimes varying their position within the sentence

I was surprised that something so seemingly straightforward had us so unsure about its exact meaning. What clause structures are being referred to? What constitutes a wide range?

Continue reading “Writing at ARE might be Simpler than you thought!”

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